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$:/_AIM/Questionnaire/01 Young person daily life - Social activities
$:/_AIM/Questionnaire/02 Young person daily life - Attendance at Education, Employment or Training
$:/_AIM/Questionnaire/03 Young person daily life - Attainment in Education, Employment or Training
$:/_AIM/Questionnaire/04 Young person daily life - Other talents and abilities
$:/_AIM/Questionnaire/05 Young person daily life - Physical health condition
$:/_AIM/Questionnaire/06 Young person daily life - Self care
$:/_AIM/Questionnaire/07 Young person daily life - Physical impairment or disability
$:/_AIM/Questionnaire/08 Young person daily life - Social development
$:/_AIM/Questionnaire/09 Young person daily life - Social skills and interaction
$:/_AIM/Questionnaire/10 Socio-Economic - Provision of Stable Housing
$:/_AIM/Questionnaire/11 Socio-Economic - Income and Provision of Material Resources
$:/_AIM/Questionnaire/12 Family - Relationships
$:/_AIM/Questionnaire/13 Family - Conflict with young person
$:/_AIM/Questionnaire/14 Family - Parental discipline
$:/_AIM/Questionnaire/15 Social - Supportive adult relationships outside the family
$:/_AIM/Questionnaire/16 Social - Peer friendships
$:/_AIM/Questionnaire/17 Social - Prosocial or antisocial peergroup
$:/_AIM/Questionnaire/18 Mental State (1) - Cognitive ability
$:/_AIM/Questionnaire/19 Mental State (1) - Anxiety
$:/_AIM/Questionnaire/20 Mental State (1) - Obsessional Ideas and Compulsive Behaviour
$:/_AIM/Questionnaire/21 Mental State (1) - Post-traumatic intrusive experience
$:/_AIM/Questionnaire/22 Mental State (1) - Attention and concentration
$:/_AIM/Questionnaire/23 Mental State (1) - Irritability
$:/_AIM/Questionnaire/24 Mental State (1) - Sleep disturbance
$:/_AIM/Questionnaire/25 Mental State (1) - Depression
$:/_AIM/Questionnaire/26 Mental State (1) - Self-injurious Behaviour
$:/_AIM/Questionnaire/27 Mental State (1) - Eating problems
$:/_AIM/Questionnaire/28 Mental State (2) - Substance misuse
$:/_AIM/Questionnaire/29 Mental State (2) - Suicidality
$:/_AIM/Questionnaire/30 Mental State (2) - Defiance
$:/_AIM/Questionnaire/31 Mental State (2) - Destruction of Property
$:/_AIM/Questionnaire/32 Mental State (2) - Physical harm to others
$:/_AIM/Questionnaire/33 Mental State (2) - Problematic sexual behaviour
$:/_AIM/Questionnaire/34 Mental State (2) - Psychotic experiences
$:/_AIM/Questionnaire/35 Mental State (2) - Elated mood
$:/_AIM/Questionnaire/36 Mental State (2) - Mentalizing Capacity
$:/_AIM/Questionnaire/37 Response to situation - Insight
$:/_AIM/Questionnaire/38 Response to situation - Engagement with treatment and care
$:/_AIM/Questionnaire/39 Measure of Complexity - Chronicity
$:/_AIM/Questionnaire/40 Measure of Complexity - Pervasiveness
$:/_AIM/Questionnaire/41 Power and Control - Experiences of Discrimination
$:/_AIM/Questionnaire/42 Power and Control - Experiences of Exploitation
$:/_AIM/Questionnaire/43 Power and Control - Online life
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02 Young person daily life - Attendance at Education, Employment or Training
1. Educational-Vocational Engagement and Assessment
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2. Educational-Vocational Intervention and Transition
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3. Educational-Vocational Illustrative Case Vignette
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4corners.PNG
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A Guide to Editing the Manual
ABC Diary-keeping
About 'Who does what?'
About this Manual
AboutContents
Academic references
Account of AMBIT presentation - ACAMH magazine (Autumn 2013)
Acting Out
Action/Making change
Active Planning
Active Planning - Comparing Destinations
Active Planning - Exercise - different destinations
Active Planning in the team culture
Active Planning through the phases of AMBIT work
Active talking
adam-solomon-WHUDOzd5IYU-unsplash.jpg
Adapt your Discourse
Adapting AMBIT training to risk support training
Adapting to Circumstances
Adaptive
Adding a new page (tiddler)
Adding a Tag to a page (tiddler) - video
AddNewPagePic.jpg
Addressing Dis-integration
ADHD
Adolescence and Engagement
Advanced explanatory and listening skills.jpg
Advice about Role Playing
Advice about the Implementation Plan
Advocates (mental health, exploitation, domestic violence, etc)
AF-logo-RGB-Green.png
afclogo.PNG
Affect
Affect Regulation
Affect storms
Affective mentalization
AFNCCF
Agentive self
AIM
AIM - Key Problems
AIM baseline scores from CASUS study
AIM Cards
AIM cards pic1.jpg
aim cards room.jpg
AIM Creative Commons Licence
AIM individual score.JPG
aim instructions.jpg
aim instructions2.jpg
AIM Items
AIM New Items: Experiences of Discrimination
AIM New Items: Experiences of Exploitation
AIM New Items: Online Life
AIM questionnaire - interactive version
AIM questionnaire - paper version
AIM Questionnaire: Updates and revisions
AIM score.JPG
AIM Spreadsheet
AIM suggested interventions
aim2.jpg
aimcards.pcio
AIMmenu
Aims and Goals
Aims of Family work
alexei-scutari-5Zg64OwXJg8-unsplash (1).jpg
ALF
Am I guilty or worried about putting increasing demands on my client?
AMBIT
AMBIT - Logic Model blank.jpg
AMBIT Across a Complex Array of CAMHS services - Gavin Cullen and Fiona Duffy
AMBIT and other Approaches, Methods and Techniques
AMBIT as a Service Quality Improvement approach
AMBIT card resources for supervision
AMBIT Client Impact Project (ACIP)
AMBIT community of practice - Teams with local AMBIT manuals
AMBIT Competencies
AMBIT Competencies covered in the Basic Training
AMBIT Conference presentations
AMBIT Consultation Day
AMBIT development topics
AMBIT Disintegration Grid template with instructions.pdf
AMBIT Editorial Group
AMBIT FAQs
AMBIT Full Competency Framework
AMBIT icon
AMBIT Implementation follow-up
AMBIT implementation questionnaire.pdf
AMBIT in an Adolescent MH team: struggles and successes - Griffiths, Duffy, Kennedy
AMBIT in larger organisations (Unconference 2016)
AMBIT is a type of pre-therapy
AMBIT knowledge and skills questionnaire.pdf
AMBIT Lead
AMBIT Lead peer-to-peer system
AMBIT LEADS - useful training pages
AMBIT Local Facilitators
AMBIT Local Trainer: overcoming barriers to effective implementation
AMBIT Manual Library of Pages
AMBIT Manual Site Map
AMBIT Marking the Task cards v2.pdf
AMBIT Measures Under Development
AMBIT Newsletter
AMBIT Outcome Studies
AMBIT playing cards
AMBIT Practice Audit Tool (APrAT)
AMBIT Practice Audit Tool_v.2.pdf
AMBIT programme
AMBIT Programme team safeguarding procedures
AMBIT Service Evaluation Questionnaire (ASEQ)
AMBIT SERVICE EVALUATION QUESTIONNAIRE.pdf
AMBIT stance cards
AMBIT Stance Exercises
AMBIT stance playing cards
AMBIT study group development
AMBIT study group projects
AMBIT Supervision for HEE Crisis Teams
AMBIT supervision provided by the AMBIT Programme
AMBIT Team Competencies
AMBIT top-bar.png
AMBIT Trainers
AMBIT Training
AMBIT Training Application Process
AMBIT training day 1
AMBIT training day 2 AM
AMBIT training day 2 PM
AMBIT training day 3 AM
AMBIT training day 3 PM
AMBIT training day 4 AM
AMBIT training day 4 PM
AMBIT Training objectives for Risk Support training
AMBIT Training Principles
AMBIT Unconference 2016
AMBIT usual suspects cards
AMBIT Wheel
AMBIT Wheel - Chinese.jpeg
AMBIT Wheel (Arabic)
AMBIT Wheel (Catalan)
AMBIT Wheel (Chinese - 中文)
AMBIT Wheel (German)
AMBIT Wheel (Japanese - 日本語)
AMBIT Wheel (Spanish)
AMBIT wheel 2014_SMALL
AMBIT wheel 22.jpg
AMBIT wheel Catalan.png
AMBIT Wheel_B+W_round.jpg
AMBIT Wheel_Japanese (2).jpg
AMBIT Wheel- Visual aids for colleagues
AMBIT Wheel-Catalan.jpg
AMBIT Wheel.pdf
AMBIT_BookCover.jpg
AMBIT-influenced
AMBIT-R
AMBIT-R training programme
AMBIT-R training programme DAY 1
AMBIT-R training programme DAY 2
AMBIT-R training programme DAY 3
AMBIT-R training programme DAY 4
AMBIT-R Training Schedule
AMBIT-R Training Schedule - Day 1
AMBIT-R Training Schedule - Day 2
AMBIT-R Training Schedule - Day 3
AMBIT-R Training Schedule - Day 4
AMBIT-Teamworking
AMBIT: an overview
AmbitSetup
AMBITwheel Japanese.jpg
AMBITWheel.pdf
Ambivalence
An Adaptation of the Disintegration Grid
Analogies
AnalyticsConfig
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Anger Management
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Anna Freud National Centre for Children and Families
Anna Oriol-Sanchez
Anthony Scott
Anxiety
AOS.PNG
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APrAT
APrAT exercise in, or across, teams
Are you asking people to work outside their competency/paygrade?
ARHQ
ARHQ_20.06.17.pdf
ARHQ_WorkedExample.pdf
ARHQ.jpg
AS.PNG
Asen, Bevington (2007) Barefoot practitioners
Assess Stage of Change
Assessing a learning organisation
Assessment
Assessment for SUD-Rx
Assessment for SUD-Rx - Giving Feedback
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Attachment
Attachment Behaviours
Attachment Definitions
Attachment Object
Attachment Relationship
Attachment theory
Auditing AMBIT practice: general principles
Auditing AMBIT: learning from Altrecht
Auditing AMBIT: using the APRAT
Authors
AutoDidact
Autonomy
Average score.JPG
Awareness of impact.jpg
Bachler (2014) Differential effects of the working alliance in family therapeutic home-based treatment of multi-problem families
Balancing INSIDE and OUTSIDE change work
BarefootPractitioners
Barriers to treatment
Basic Structure of the Wiki Manual
Bateman and Fonagy (2009) RCT of MBT versus SCM for BPD
Bateman and Krawitz (2013) BPD: an evidence based guide for generalist mental health professionals
Bateman et al (2020) 8 year follow up of MBT versus SCM for BPD
beapicture.jpg
Bearman et al (2010) Adapting CBT to fit diverse youths and contexts: applying the deployment-focused model...
Beck Depression Inventory (BDI)
Beck Youth Inventories (BYI)
Before you can start a Manualizing Session
Beginning- conditions
Behaviour
Behavioural activation
Bevington D, Fuggle P (2012) Supporting and enhancing mentalization in community outreach teams...
Bevington et al (2012) Adolescent Mentalization-Based Integrative Therapy (AMBIT)
Bevington, Fuggle, Cracknell and Fonagy (2017) Adaptive Mentalization Based Integrative Treatment: a guide for teams to develop systems of care. (Book, pub. OUP)
Bevington, Fuggle, Fonagy (2015) Applying attachment theory to effective practice with hard-to-reach youth: the AMBIT approach
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Biology
Blood Borne Virus Screening
Book.PNG
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Boundaries
brain.jpg
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Breaking down tasks into steps
Briefing session for senior managers/commissioners
Broadcasting Intentions
broadcasting Pic.jpg
Broersen et al (2020) Young Patients with persistent and complex care needs require an integrated care approach
Building a Community of Practice - Dickon Bevington
Building networks and links
Cambridge and Peterborough CLAHRC
Can longitudinal studies help us understand AMBIT outcomes?
Can we do AMBIT without the Manual?
Cannabis Legal issues
Cannabis Misuse
Capacity to Trust.jpg
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Careful and concerned CURIOSITY
Case discussion
CASUS
CB-Principles
CBT
CBT - Rating Scales
CBT - Reinforcement
CBT - Weighing Pros and Cons
CBT techniques
Cecchin, G. (1987). Hypothesising, circularity and neutrality revisited: an invitation to curiosity
CGAS
CGI-I
CGI-S
Challenge and Support in Therapeutic Relationships
Challenging techniques
Charlie Sackey
Checking
CheckLists
Child Protection
Child Protection Referral
Child Protection/Safeguarding Services
Choi-Kain, Gunderson (2008) Mentalization: ontogeny, assessment, and application
Choosing what to measure
Chorpita, Daleiden and Weisz (2005)
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Circular interviewing
City Bridge Trust
Client Case Review - Date and Agenda
CLIENT exercises from AMBIT training
Client's AMBIT Wheel
ClientWheelDoubleSided
ClientWheelsingle
Clinical Global Impression (CGI)
Clinical Outcomes for the Wellbeing Practitioner Programme for Children, Young People and their Parents/Carers: Update Report (2019.
Coaching
Cognitions
Cognitive approaches to SUD-Rx
Cognitive Behavioural
Cognitive Behavioural work - CheckLists
CognitiveBehavioural for SUD-Rx
Cole, M (2009) Using Wiki technology to support student engagement: Lessons from the trenches
Collaboration as a process and an outcome
Colombo-style Curiosity
Comic Relief
Comment by 'dickon' on '+ Getting started'
Comment by 'dickon' on 'AMBIT Wheel- Visual aids for colleagues'
Comment by 'dickon' on 'Commenting Function'
Comment by 'dickon' on 'Commenting Function' 1
Comment by 'dickon' on 'Commenting Function' 2
Comment by 'dickon' on 'Error messages'
Comment by 'dickon' on 'Error messages' 1
Comment by 'dickon' on 'Evaluation of Thinking Together in Donostia/San Sebastian, Gipuzkoa, Spain'
Comment by 'dickon' on 'Future AMBIT training intentions'
Comment by 'dickon' on 'Logic models training exercise'
Comment by 'dickon' on 'Qualitative feedback from AMBIT training'
Comment by 'jamesfairbairn' on 'Active Planning'
Commenting - Boundaries
Commenting - Content Moderation
Commenting Function
CommentingButton.jpg
Commissioners AMBIT Toolkit
Community
Community of Practice
Community of Practice (extended learning)
Community of Practice core changes widget
Community of practice pic.jpg
Community of Practice recent changes
Comorbidities
Comparing and Sharing functions
Competency use and importance ratings
Complexity
complexity pic.jpg
Concrete Mentalizing difficulties
Conduct problems
Confidentiality
Connecting Conversations
Contemplation
Contingencies
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Copyright matters
Core Features of AMBIT
Create Headings, Sub-headings and Bullet points
Create shareable weblinks to specific manual page(s)
Createnewpageicon.jpg
Crisis Contingency Planning
Crisis Pathway AMBIT Online Training
CrisisServices
Criteria for inclusion/exclusion of CONTENT in AMBIT
Crossword
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CSJ (2012) Rules of Engagement: Changing the heart of youth justice
Cultural consultation
Cultural Context
CultureOfHospitality
Curiosity.jpg
Current Research and Outcome Evaluations in the AMBIT Community
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DataSecurity
Daubney et al (2020) - Outcomes of Assertive Community Treatment for Adolescents with Complex Mental Health Problems Who are Difficult to Engage
Deciding what to Manualize
DefaultTiddlers
Definitions & Principles of Motivational Work
Delusions
Depression
Develop Discrepancy
Developing learning organisations
Developing maintenance routines
Developing measurement of engagement in AMBIT
Developing Team Learning Objectives
Development of Mentalization
Developmental Considerations
DevelopmentalHistory
Dgrid.PNG
dickon
DickonBevington
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Differences between MST and AMBIT
Dis-integratedInterventions
Dis-integration
Dis-integration grid
Dis-integration grid - Local
Dis-integration Grid EXERCISE
Dis-integration grid practice
Dis-integration pic.jpg
Dis-integrationGridPicture
Dis-integrative processes in a Family/Systemic context
Dis-integrative processes in a Multi Disciplinary Team
Dis-integrative processes in a Multi-Agency context
Dis-integrative processes in an Individual Clinician
Dis-integrativeProcesses
Disclaimer
Disclaimers, Security and Authorization (Licensing)
Discussing outcomes (PF and DB)
Disintegration in networks: respect for local practice and expertise?
Dive Boat - An Analogy
Does AMBIT contribute to reductions in institutional interventions/care?
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Domains
DOMAINS and LEVELS of dis-integration
Domestic violence
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Downloadable Resources from Training
Draft of '$:/Import' by dickon
Draft of 'active talking' by shaunamullarkey
Draft of 'James Fairbairn' by tiamckoy
Draft of 'James Wheeler' by tiamckoy
Draft of 'New Tiddler' by tiamckoy
Draw my mind
Draw my mind - Mentalizing Exercise
Drawing the AMBIT Wheel
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EatingDisorders
Edit 1.JPG
Edit 2.JPG
Edit 3.JPG
Edit 4.JPG
Editing - Difficulties with Saving Pages
Editing and Deleting existing pages (tiddlers)
Education-Vocation Intervention phase - Example timetable and Flowchart
Educational-Vocational Engagement Phase Flowchart
Educational-Vocational Training
Educational-VocationalComponents
Educational-VocationalPrinciples
Educational-VocationalStructure
Educational/Vocational centre
EducationEmploymentTraining
Egg and Triangle - Local
Egg and triangle (marked)
Egg and Triangle.pdf
Elevator Pitch
elevatorpitch.png
EmergencyProcedures
EmergencyResponse
Enactments
end page content
End- Impact
ENDING PHASE
energy
Engagement
Engagement call
Engagement techniques
Engaging a team in Outcomes Measurement - Liz Cracknell and Carol Evans
Epistemic mistrust
Epistemic mistrust and building relationships
epistemic mistrust project- worker authenticity
epistemic mistrust project-curiosity
Epistemic Trust
Epistemic Trust image.jpg
Equity, Diversity, and Inclusion (EDI) in AMBIT
Error messages
Evaluating AMBIT trainings
Evaluating outcomes
Evaluation of Thinking Together in Donostia/San Sebastian, Gipuzkoa, Spain
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Evidence
Example Google Doc Link
EXAMPLE of a local training session
Example of Manualizing- Making a Cup of Tea
Example timetable during engagement phase
Examples of Mentalizing Formulations
Experts By Experience
Explicit mentalization
Exploitation and Substance use
Express Empathy
Expressed Emotion
Extended learning
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Families and Engagement
Family
Family Life Space (Genogram) Techniques
Family System Mentalizing diagram 1
Family System Mentalizing diagram 2
Family-Aims and Principles
Family-Settings and Arrangements
FamilyHistory
FamilyInformalNetworkMembers
FamilyWork
FamilyWork for SUD-Rx
Features of mentalizing: awareness of the impact of emotion
Features of mentalizing: curiosity
Features of mentalizing: knowing that minds are opaque
Features of mentalizing: narrative continuity
Features of mentalizing: perspective taking
Features of Successful Mentalizing
Features of UNsuccessful Mentalizing
Feedback on AMBIT Training
Feedback please!
Feeling
Feeling Spinner
Fillers
Find a falsehood
Fishbowl discussion
Fishtank film clip
Fixsen, et al (2005) Implementation Research: A Synthesis of the Literature
Fixsen's Stages of Implementation
Focussing on Strengths
Follow up interviews for AMBIT teams
Follow-up training for established teams
Fonagy et al (2018) MST versus Management as usual (START trial)
Fonagy, Cottrell, Phillips, Bevington, Glaser and Allison (2014) What Works for Whom
Formal supervision
Formatting Pages in AFNCCF Manuals
Formulation and Treatment Aims
Four corners - Training Exercise
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Fuggle et al (2014) The AMBIT approach to outcome evaluation and manualization: adopting a learning organization approach
Fuggle et al (2021) Improving lives: Not just saying no to substances.
Further reading and resources on Working with your Client
Further reading and resources on working with your networks
Further reading on Learning at Work
Further reading on mentalizing
Gemma McKenzie
General features of a "Mentalizing Stance"
General Features of Unsuccessful Mentalizing
General Systemic Techniques
Generalize (and Consider Change)
Genogram picture
Gergely, G (2004) The social construction of the subjective self
Getting started with CBT
getting-started-icons.png
GHQ-12
GHQ12.pdf
Gilvarry et al (2012) Practice standards for young people with substance misuse problems
Giving Advice
Global Assessment of Function (GAF)
Glossary
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Goals-based outcome measures
Governance
Graded Exposure
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graph3
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GreetingModal
Grid Pic.jpg
Griffiths et al (2016) Evaluating clinical outcome and service utilization in an AMBIT trained Tier 4 CAMHS
Group Work
GroupworkTabs--1450484460
Guidance for Teams Considering Applying for Training
Guidance for teams on selecting people for local facilitator training
Guidelines on how to edit this manual
GUM
H-CAMA
Hallucinations
Hard to reach
HEE health education england logo.png
hello.jpg
Help seeking in teams
help seeking.png
Helping by Edgar Schein
Hidden, private or implicit theory
Highlighting and reinforcing Positive Mentalizing
Holding the Balance
Home
Homework
HoNOSCA
How do we as trainers keep ourselves on task?
How do we help each other in this team?
How do we measure whether our team is DOING this?
How does Mentalizing relate to children with Autism?
How does the AMBIT approach fit with our Service Priorities
How long should we run trainings for?
How motivated is my client?
How much time have I spent with this client?
How teams support each other to mentalize - Unconference Conversation, 2016
How to add a document or PDF
How to add a PDF link
How to add a picture
How to add HyperLinks (external web links)
How to ADD into what is ALREADY THERE in your manual
How to centre a title, phrase or image
How to Change the Manual Title/Icon
How to draw up a Care Plan
How to edit - Videos
How to edit your team's manual
How to embed a video
How to get the best out of Web-based seminars
How to run a team manualizing session
How to speak to a DOCTOR
How to speak to a NURSE
How to speak to a SOCIAL WORKER
How to speak to a...
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Human Centred Design
Hypothesizing
I cannot relinquish my statutory responsibilities to do this AMBIT stuff...
I haven't got time to do this!
I'm stuck: what next?
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iceberg.jpg
iCON.PNG
If I am the KeyWorker, do I hold sole responsibility for everything?
iFrames - a 'window on a web-page'
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IMG-20171023-WA0000.jpg
IMG-20181129-WA0000.jpg
IMP
Implementation of the Evaluation Framework - Things to consider
Implementation Plan
Implementation plan template .docx
Implementation Science
Implementation Team
Implementing models of practice well
Implementing social-ecological change
Implicit Core Beliefs
Implicit mentalization
Implicit psychoanalytic model
In my beginning is my end
Increasing 'value' in services
Increasing 'value': the work of Michael Porter
Increasing service value: the work of John Seddon
Individual differences and AMBIT training
Individual Differences and Disagreements
Inducting new team members
Initial Engagement - notes for trainers
Initial introductions at a Training event
INITIAL PHASE
inshoes.jpg
Inside Out
Insight and Engagement
Integrated care systems
Integrative
Integrative Multimodal Practice
IntegrativeContext
Intention Broadcasting. Proceedings of I-KNOW ’09 and I-SEMANTICS ’09 - Von Kaufman, Richard (2009)
Intentional stance
Interagency collaboration Activities Scale (ICAS)
Internal Working Model
International Local Facilitator Training (LFT)
Interpersonal Therapy (IPT)
Interpreting AIM scores: the CASUS study
Interprofessional Boundaries
Interprofessional Collaboration
INTERVENTION PHASE
Intervention timeline
Interventions (by target group)
Introducing Family Work
Introducing Mentalization based work - addressing resistance
Introducing the AIM measure in your service
Introduction
Introductions part 1
Introductions part 2
Involving young people in designing outcomes
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IPPA-R (The Inventory of Parent and Peer Attachment—Revised)
IPT
IPT Ending Session 6 (30 mins)
IPT Session 1 (45 mins)
IPT Session 2 (30 mins)
IPT Session by Session Guide
IPT Sessions 3-5 (Middle Phase - 30 mins)
IPT Worksheet 1.pdf
IPT Worksheet 15.pdf
IPT Worksheet 2.pdf
IPT Worksheet 3.pdf
IPT Worksheet 4.pdf
IPT Worksheet 5.pdf
IPT Worksheet 6.pdf
IPT Worksheet 7.pdf
IPT Worksheet 8.pdf
Is 'Thinking Together' a replacement or a change to Clinical Supervision?
Is AMBIT evidence based?
Is Mentalizing just about working in the transference?
Is Mentalizing just Empathy?
Is Mentalizing just Reflective thinking?
Is my client showing help-seeking behaviours towards me/the team?
Is there any difference between Mentalizing and Mindfulness?
Is this relevant to me as a NON-specialist worker (not a therapist)?
IS.JPG
Isn't mentalizing just being supportive?
Issues that can arise when training your own team
Iterative
James Fairbairn
James Wentworth Stanley Memorial Fund
James Wheeler
Jason Shaw (2013) Developing a Hypertext Educational Environment using TiddlySpace
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Jensen, Bo & Vilmar (2021). What is behind the closed door? A case illustration of working with social isolation in adolescents
Jeremy Ruston
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John Lincoln
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Johnson, Baron-Cohen et al (2005) emergence of the social brain network
Just the facts
JW.PNG
Kahneman's dual process theory and the impact of affect
Kaminski J, Pitsch A, Tomasello M (2012) Dogs steal in the dark
Keeping secrets/different levels of disclosure within the family
Keeping Your Bearings
Key Problems
KeyProblemDefinitions
KeyWorker
Keyworker well-connected to wider team
Kolb's Experiential Learning Model
Kolko and Perrin (2014) The Integration of Behavioral Health Interventions in Children’s Health Care: Services, Science, and Suggestions
Krueger and Glass (2013) Integrative Psychotherapy for Children and Adolescents: A practice-oriented literature review
Kyratsis Y, Ahmad R, Holmes A (2012) Technology adoption and implementation in organisations - BMJ
Lack of insight
Laura Talbot
laurapicture.jpg
Lave and Wenger (1991). Situated Learning: Legitimate Peripheral Participation
law1.jpg
law2.jpg
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Learning - How do you engage young people? (Unconference conversation 2016)
Learning - Making Manuals easier to use (Unconference 2016)
Learning - Outcome measures (Unconference 2016)
Learning - Working with young people who offend (Unconference conversation 2016)
Learning about Addressing Dis-integration
Learning about AMBIT
Learning about mentalizing
Learning about Supervisory Structures
Learning about Team Learning - a discussion exercise
LEARNING at work
Learning at Work Tools
LEARNING exercises from AMBIT training
Learning from the ASEQ: how do teams rate themselves before training
Learning Organisations (further reading)
Learning survey
Learning survey responses
Learning through outcome measures
Learning- The mentalizing stance (Unconference conversation 2016)
Learning- Adolescent states of mind (Unconference conversation 2016)
Learning- Barriers to help-seeking in teams - Unconference Conversation, 2016
Learning- Does AMBIT work? (Unconference conversation 2016)
Learning- Fitting AMBIT expertise to the expertise of others (Unconference 2016)
Learning- What is mentalizing, really? (Unconference conversation 2016)
LearningContents
Lecture and discussion on Evidence
left
Level of intensity
Licensed
Life practice
Line-ups - exploring individual differences
linking with an existing relationship
Links
Littlechild and Smith (2013): A Handbook for interprofessional practice in the human services
LivingSkills
Liz Cracknell
Liz's buttons test
Lizpicture.jpg
Local Facilitator implementation plan template
Local Facilitator Training (LFT)- training model
Local Facilitator Training: potential barriers to achieving training objectives
Local Manualizing Tasklist
Local Protocols
Local Session 01: What is AMBIT?
Local Session 02: What is AMBIT training for?
Local Session 03: Mentalization
Local Session 04: Working with your Team
Local Session 05: Working with your Networks
Local Session 06: Working with your Client pt. 1 (Mentalizing stance)
Local Session 07: Working with your Client pt.2 (Excluded/non-standard help-seeking)
Local Session 08: Review (1) and Auditing Team Practices
Local Session 09: Working with your Client pt.3 (Outcomes)
Local Session 10: Review (2) and Top-up plans
Local Session 11: Making a real difference - Implementation Science
LOCAL trainers FAQs
Local Training Sessions: some core ideas and structure
Local TTT Session 8.0
Local TTT Session 8.1
Local TTT Session 8.2
Local TTT Videos
Log in
Logic model for AMBIT services
Logic model for AMBIT training (as an intervention)
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Logic Models
Logic models training exercise
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Maintaining factors for problems
Maintaining Mind-mindedness
Maintenance
Maintenance and the Recovery Model
MAINTENANCE PHASE
Make or View Client Notes
Making plans for change
Making zoom recordings
MalalaQuote
Manage CLIENT RELATIONSHIP
Manage CLINICAL PROBLEM
Manage Violence
Managing Differences of Opinion
Managing NETWORK PROBLEMS
Managing Risk
Mania
Manualised framework
Manualization
Manualization Boundaries
Manualizing a live issue - Garry Richardson and Heather Tovey
Manualizing exercise
Manualizing the AIM Suggested Interventions -18.11.21 - AMBIT team AFC
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Mapping cultural and language resources
Mapping social-ecological needs and goals
Mapping social-ecological resources
Marianne McGowan
Mark Dangerfield
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Marked mirroring
Marking the Task
MarkLocalEdits.jpg
MaryTarget
Mason, B (1993) Towards positions of Safe Uncertainty
MB-Principles
MBT-A
MBT-F
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Measuring progress against objectives
Measuring recovery and reliable recovery
Measuring reliable change
Measuring the Impact of AMBIT Training
Ment_Table_Stance_pic
Mentalization
Mentalization based treatment - MBT
Mentalization, the work of Daniel Kahneman and the value of doubt
MentalizationBasedTabs-211931686
MentalizationBasedWork
Mentalize
Mentalize that!
Mentalize the Moment
Mentalize us, your trainers...
Mentalizing
Mentalizing and team learning
Mentalizing Levels
Mentalizing Loop
Mentalizing Quotes
Mentalizing service barriers
Mentalizing Stance in Family Work
Mentalizing stance- local
Mentalizing the Moment (in the Mentalizing Loop)
Mentalizing the Moment (in Thinking Together)
Mentalizing Therapy Techniques
Mentalizing your colleagues
Mentalizing: a summary
Mentalizing: what it looks like
MentalizingLoop.jpg
mentalizingmonkeys.jpg
MetaTeam
Middle Phase of Mentalization based Work
Middle-Relationship stance and mechanisms/techniques
Mind-Scanning
Mini-PREACHY
Mirza and Mirza (2008) Adolescent Substance Use
Misuse of Mentalization
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Module 1: Introductions and Mentalization
Module 3: Working with your Team
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Module 4: Working with your networks
Module 5: Working with your client
module 5.jpg
Module 7: Learning at Work 2
Module 8: Review and implementation planning
module 8.jpg
Monitoring mental health
Monthly Webinars.jpg
More Actions pic.jpg
More information on the AIM cards
Motivational Core Aspects
Motivational Training exercises
Motivational Work
Motivational Work - Affirmations
Motivational Work - Checklists
Motivational Work 1
MotivationalTabs-2037923370
MP3's are like thoughts
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Multi-Disciplinary Team
Multi-Domain Assessment
MultiFamilyWork
Multimodal
Multiple interacting aetiologies
Mz Sharp-Bevington.jpg
mz the moment ttt.jpg
mz.jpg
Mz.PNG
Narrative Continuity.jpg
Narrative History
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National Evaluation of the Troubled Families Programme 2015-2020: Findings. (2019) Ministry of Housing, Communities and Local Government
Navigating the manual (finding what you need)
navigating.jpg
Needs video
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NET-Aim-Q
NET-Stat-Q
NETWORK exercises from AMBIT training
NetworksContents
NeuroDevelopmental
New referrals
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Newsletter 11 May 2020
Newsletter 16 July 2020
Newsletter 18 June 2020
Newsletter 21 May 2020
Newsletter 22 May 2020
Newsletter 27 April 2020
Newsletter 3 July 2020
Newsletter 4 June 2020
Newsletter August 2020
Newsletter December 2020
Newsletter January 2021
Newsletter January/ February 2021
Newsletter November 2020
Newsletter October 2020
Newsletter September 2020
NICE - Depression
NICE - Sexual Health Guidelines for Youth
NICE ADHD Guidelines
NICE Guideline - Schizophrenia (over 18yrs)
NICE Guidelines
NICE Guidelines for PTSD
NICE OCD guidelines
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Non MZ.JPG
Non-contingent
non-critical
non-linear
Non-mentalizing Bingo!
Non-mentalizing, positioning and network problems
Non-mentalizing: a summary
Non-mentalizing: certainty
Non-mentalizing: quick fix
Non-mentalizing: waffle
None of the above!
Norberg (2021) Open - how collaboration and curiosity shaped mankind
Normalising
not knowing
Notice and Name
Obsessional compulsive disorder
Offering help in a team when it is not being asked for
Online AIM Cards: how to set up a room to use with your client
Opacity of other minds.jpg
Opaqueglass.jpg
Open book pic (2).jpg
Open Questions
OpenPagesPic.jpg
OpenSource
Organisational support for the technology to run TiddlyManuals
Ostensive communication
Other key aspects of AMBIT in a little more detail
Other Symptoms of Psychosis and Engagement
Other team's AMBIT manuals
OUR LOCAL Resources and Practice
OUR LOCAL Teamwork and Governance
Our Resources
OUR Team
Our team and CLIENT work
Our team and LEARNING
Our team and NETWORKS
Our team' strengths in CLIENT work
Our team's challenges in CLIENT work
Our team's challenges in LEARNING
Our team's challenges in NETWORKING
Our team's challenges in TEAMWORKING
Our team's core expertise
Our team's needs for effective CLIENT work
Our team's needs for effective LEARNING
Our team's needs for effective NETWORKING
Our team's needs for effective TEAMWORKING
Our team's strengths in LEARNING
Our team's strengths in NETWORKING
Our team's strengths in TEAMWORKING
Outcome measures (T1, initial)
Outcome measures (T2, 3 months)
Outcome measures (T3, treatment close)
outcome pic.jpg
Outcomes
Outcomes for clients who drop out of treatment
Outcomes for clients with multi-agency needs
Outcomes for untreated clients
Outcomes from the Family Intervention Programme
Overview: LEARNING at work
Overview: Working with your CLIENT
Overview: Working with your NETWORKS
Overview: Working with your TEAM
Paedakoop Team, Schlins Feldkirch Austria
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Panic Attacks
Paranoid
Passed Outwards Discussion - part 1
Passed Outwards Discussion - part 2
Passed-outwards Discussion
PastMedicalHistory
PastPsychHistory
Patient-Worker Boundaries
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Pause and Review
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persistence
Perspective-taking.jpg
Peter Fuggle
peterpicture.jpg
Pharmacological
Phases of AMBIT work
Physical Health matters
Pic_WellConnected
Picture1.jpg
Picture1.png
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Planning a training event in your team
Planning survey
Planning survey results
POD
POD - a web based outcome measurement system
Positioning Theory
Positive and Negative Syndrome Scale (PANSS)
Post Traumatic Stress
Post-training outcome goals
Practical examples of sustaining the AMBIT approach - Jones, Jones and Schofield
Practice
Practices: LEARNING at work
Practices: Working with your CLIENT
Practices: Working with your NETWORKS
Practices: Working with your TEAM
pre-conditions for learning.jpg
Pre-contemplation
Pre-mentalistic stances
PREACHY
Preconditions for Team Learning
PresentingProblems
Pretend mode
Pro-gram picture
Problem solving
Problem-solving checklist
Problems in teams
Processing a New Referral
ProfessionalNetworkMembers
Progressive Muscle Relaxation
Pros and Cons (Decisional Balance) exercise
Pseudomentalization difficulties
Psychiatrist
Psychic equivalence
Psychodynamic
Psychodynamic theory
PsychoEducation
Psychometrics and Psychometric Tests
Psychosis
Published/Current Outcome Studies
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Qualitative feedback from AMBIT training
Qualitative feedback on usefulness of AMBIT
QuickWins
Randomised Control Trial
ratchet
Rating Scales
Re-breathing
reasons for being here
Rebecca Smith
Recent Reflections on Facilitating the Sculpt
RecentChangesPic.jpg
Reciprocity
Referral Criteria
Reflecting comments
Reflections on the TTT Training 2016
Reflections on Thinking Together
Reflective Quorum
Reframing
Reinforcement
Relapse
Relapse prevention
Relationship to help
RelatToHelpDiagram
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Report writing and Professional Communication
Respect for Evidence
Respect local practice and expertise
RespectLocalPracticeImage
Restoring family capacity
Return to Purpose
return to purpose ttt.jpg
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Reviewing change
Revisiting AMBIT
RFQ-YV (Reflective Functioning Questionnaire-Youth Version)
Rich internal life - pic
right
Ripples in a Pond
Ripples_picture
ripples.jpg
Risk Assessment - paper form
Risk Management- Challenge and Support
Risk of suicide
Risk support - key aspects of practice
RiskAssessment
Rituals and Disciplines
Role of the Chair
Role of the Scribe
Role of the Team Learning Support Worker
Roles and Responsibilities in an AMBIT team
Roles in the AMBIT Community of Practice
Roll with Resistance
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Rossouw, Fonagy (2012) Mentalization-based treatment for self-harm in adolescents: a randomized controlled trial
Royal College of Psychiatrists - Standards for Crisis/Outreach services
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Rx
Safeguarding Children and Young People from Sexual Exploitation
Safety and sex for youth
Save tick.jpg
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Scaffolding existing relationships
Schein's seven principles of helping
Score 15 - Family functioning
Scoring AIM data
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Screening for biological illness
Screening Tool for Sexual Exploitation by Brook
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Sculpting a network
Sculpting the AMBIT wheel: a training exercise
Search Bar
Secure Base
Seddon, J. (2008) Systems Thinking in the Public Sector
Self Injurious Behaviour
SELF REPRESENTATION
Self-directed learning
Self-efficacy
Senge (2006, 2nd edition) The Fifth Discipline: the Art and Practice of the Learning Organisation. Random House Business Books
Senge: Discipline 1 - Systems Thinking
Senge: Discipline 2 - Personal Mastery
Senge: Discipline 3 - Mental Models
Senge: Discipline 4 - Shared Vision
Senge: Discipline 5 - Team Learning
Senge: eight strategies to develop a learning organisation
Senge: the characteristics of 'Learning Disabled' Organisations
Sensitive attunement
Separation
Service Delivery
Service User Feedback
ServiceDevelopment
session 2 page 1
Session Feedback Form.pdf
Session Plan for three hour training session on Mentalization
Session Rating Scale
SessionPlans
Setting up a first meeting
Setting up Mentalization based work
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Sharp et al (2006) Imagining your child's mind
Sharp, C. and Bevington, D. "Mentalizing in Psychotherapy: a guide for practitioners" Guilford, 2022
SideBar
Sidebar.png
sign up.jpg
Signs of Safety
Signs of Safety Child Protection Practice Framework (2011)
Signs of safety evaluation (2021)
Simmering Down
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Siri (2012) Mentalization-based therapy for adolescents
SiteIcon
SiteInfo
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SiteSubtitle
SiteTitle
Slice and Dice Method
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Slide2.JPG
Slow engagement
SMART goals
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Social Capital
Social-Ecological Work
SocialCognitiveTheory
SocialEcology
SocialEcologyPicture
Sort Cards
Specific diagnoses and their corresponding mentalizing failures
Specific interventions
Sponsors
Spot the non-mentalizing
Spot the non-mentalizing 2
Spot the non-mentalizing 3
Spot the non-mentalizing 4
Spot the non-mentalizing 5
Stages of Change
Stages of Change and Mz pic
StagesPicture
Stance Features: LEARNING at work
Stance Features: Working with your CLIENT
Stance Features: Working with your NETWORKS
Stance Features: Working with your TEAM
stance tension client.jpg
stance tension learning.jpg
stance tension networks.jpg
stance tension team.jpg
Stance-Domains.JPG
Stance-RespectEvidence.JPG
Stance-Scaffolding.JPG
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Starting a NEW CASE - CheckLists
Starting an AMBIT service
state the case ttt.jpg
state.jpg
Stating the Case
StatusUpdate.jpg
Stethoscope Games
Stigma
Stigma and Engagement
STIs
Straussner and Fewell (2011) Children of Substance-Abusing Parents: Dynamics and Treatment
Strengths and Difficulties Questionnaire (SDQ)
Strengths in RELATIONSHIPS
StrengthsResiliencies
Studies relevant to AMBIT
studying together image.jpg
Sub-pages
Sub-topic
SubsistenceSupport
Substance use
Substance use disorder - treatment
Substance Use History
SubstanceUseDisorder
SUD
SUD-Rx
SUD-Rx - Who should be present at sessions?
SUD-Rx principles
SUD-Rx Session 1 - 2
SUD-Rx Session 3
SUD-Rx Session 4
SUD-Rx Session 5
SUD-Rx Session 6 - FINAL
SUD-Rx Sessions - CheckLists
SUD-Rx Techniques
Suggested structure for an (internal) AMBIT Supervision session
Suggested Team Training Sessions
Suicide Attempt
Suicide Warnings
Summarising
SupervisoryStructures
Support for the AMBIT Community of Practice
SUSTAIN best practice
Sustaining AMBIT practice after training: lessons from a group of front line teams
Sustaining an AMBIT approach in an acute adolescent in-patient setting - Whittick, Morrell, Fairbairn, Thulbourn and Millard
Sutcliffe et al, 2004 - Communication failures: an insidious contributor to medical mishaps
Syed, 2016 Black Box Thinking
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SystemsTheory
Tags
Take a deep dive
TakeHomeMessages
Taking a break
Taking Aim
Taking Responsibility for integration
Talbot, Fuggle, Foyston and Lawson (2020) - Delivering an Integrated Adolescent Multi-Agency Specialist Service to Families with Adolescents at Risk of Care: Outcomes and Learning from the First Ten Years
Team around the Worker
Team around the Worker - pic
team culture and set up
TEAM exercises from AMBIT training
team learning situations-min.jpg
Team Meetings
Team meetings survey
Team meetings survey results
Team Thinking Together exercise
Team training session: deciding on the intervention
Team training session: what interventions do we do?
Teleological thinking
teleology drinking at work.jpg
Terminating non-mentalizing interactions
The 'What's it like to be...' exercise
The AIM Questionnaire: What it is and how to use it
The AMASS Team
The AMBIT Lead - role and responsibilities
The AMBIT Pro-Gram
The AMBIT Pro-Gram: an example
The AMBIT Study Group
The Coping With Stress Course - Gregory Clarke
The Development and Properties of the AIM
The Egg and Triangle
The group activity of manualizing
The Inquisitive Stance
The many sides of mentalizing
The Thrive framework
The Troubled Families Programme: an overview
The Troubled Families Programme: the intervention model
The Water of Systems Change (2018)
The work of Jos De Blok
The Worker's Mentalizing Stance
The World Health Organisation Quality of Life– BREF questionnaire (WHOQOL-BREF)
Theoretical foundations of Family Work
Theoretical/Explanatory Frameworks
Theories: LEARNING at work
Theories: Working with your CLIENT
Theories: Working with your NETWORKS
Theories: Working with your TEAM
Theory
Theory behind the Individual key-worker relationship model
Theory in Practice
Therapeutic Bargain
Therapeutic relationship
Therapist's use of Self
Thinking
Thinking apart example
thinking monkey.jpg
Thinking Together
Thinking Together - Local
Thinking Together - Training exercise
Thinking Together example
Thinking Together exercise
thinkingtogether poster.pdf
This is the same as academic theory X, Y, Z...!
Thought Blocking
Thought disorder
THRIVE-Framework.jpg
THRIVE: Advice and support
THRIVE: Help
THRIVE: More help
THRIVE: Risk support
TiddlyManual
TiddlyWiki
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Tomasello et al (2005) Understanding and sharing intentions: The origins of cultural cognition
Top tips for AMBIT Trainers
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Topic
Tower of Babel
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Training Challenge
Training exercise: Managing transitions across services
Training exercises
Training Exercises for Keyworker well-connected to wider team
Training Exercises for Managing Risk
Training Exercises for Mentalization
Training Exercises for Respect for Evidence
Training Exercises for Respect local practice and expertise
Training Exercises for Scaffolding existing relationships
Training Exercises for Taking Responsibility for integration
Training Exercises for the Keyworker Relationship
Training Exercises for Working in multiple domains
Training Exercises on AMBIT in general
Training Feedback
Training Feedback for 2018
Training Feedback for 2019
Training Feedback for 2020-21
Training Resources
TrainingCore
TrainingManualization
Trauma-focussed CBT
Treatment
Triggers for problems
Tronick and Cohn: Infant-Mother Face-to-Face Interaction: Coordination and Miscoordination
Trying out the AIM cards
TS Eliot - "East Coker" from the "Four Quartets"
TTT May 2018 reflections on what we could use from Day 3
TTT May 2018: Reflections on how to use network learning in our teams
TV phone-in or Documentary games
Unconferenceboard
Understanding Risk in face to face working
Ungar (2007) Too safe for our own good
Ungar et al (2013) Service use, risk factors and resilience in adolescents using multiple services
Upstream (Background) Factors
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Use the Mental Health Act
User Guide
Using AMBIT to Reduce In Patient Admissions - Sarah Harmon
Using the AIM
Using the manual as a REFERENCE tool (looking stuff up)
Using the manual to CONNECT with other AMBIT workers
Using the manual to RECORD learning (manualization)
Using the online AIM Cards
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Using3.JPG
Using4.JPG
Using5.JPG
Using6.JPG
UsingTheManualContents
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Verity Beehan
Video introduction to disintegration
Video introduction to Thinking Together
Videos
ViewTemplate
Violence
Walker, Conlan and Laforce (2011) A paper on the wraparound approach
We do most of this AMBIT stuff already - what is DIFFERENT in what you are teaching?
We want a hospital bed, not a home visit!
Wearing different hats
Wearing different hats.jpg
Wearing different hats2.jpg
Web-based AMBIT Lead seminars
Webinar 10 Sept 2020 - Implementation: Making Change Happen (Wandsworth 6 years on)
Webinar 11 June 2020 - Online mentalizing (and Active Planning)
Webinar 14 May 2020 Working with Networks, Remotely
Webinar 23rd July 2020 - AMBIT in a youth and community setting - who trusts who?
Webinar 25 June 2020 Using AMBIT to influence whole systems change
Webinar 28 May 2020 - What Works about AMBIT
Webinar 28 May 2020 - What Works about AMBIT local.url
Webinar 30 April 2020 Meeting People Where They Are, Remotely
Webinar 6th August 2020: Working with young people who use substances
Webinar 8 October 2020: AMBIT in Educational Settings
Webinar 9 April 2020 Staying Connected & Adapting Through Change
Webinar 9th July 2020- Moving Out of Lockdown
Webinar Notes
Webinarsfortnightly (1).jpg
Weighing Pros and Cons
Weisz, Jensen-Doss, Hawley (2006) Evidence-based youth psychotherapies versus Usual Care
Weisz, Simpson-Gray (2008) Evidence-Based Psychotherapy for Children and Adolescents
Welcome to Day 2 of Your AMBIT Training - AM
Welcome to Day 2 of Your AMBIT Training - PM
Welcome to day 3 of Your AMBIT Training - PM
Welcome to Day 3 of your AMBIT Training AM
Welcome to day 4 of your AMBIT training AM
Welcome to day 4 of your AMBIT training PM
Welcome to Day One of Your AMBIT Training
What are the expected outcomes for AMBIT clients if they do not receive any help?
What do we mean when we say "That's (not) very AMBIT!" - Dickon Bevington
What do workers here need in order to do their job well?
What does AMBIT stand for?
What helps a team to learn?
What I would to like to learn and what should be preserved?
What if people just hate the word "mentalization"?
What if workers don't want to mentalize?
What is the difference between the AIM measure and AIM cards
What is your AMBIT? (blank AMBIT wheel)
What makes me me?
What makes the work with clients hard?
What negative feelings does the work bring up for workers?
What positive feelings does the work bring up for workers?
What purpose am I using the AIM for?
What to do?
what to measure pic (2).jpg
what to measure pic.jpg
What's the problem?
WhatInfluencesPractice_pic
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When (how quickly) are we meant to implement this material?
Where are we in the therapeutic journey?
WhichInterventionWhen
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Who does what?
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Who is this manual for?
Whole systems change
Why intervene simultaneously in multiple domains?
Why mentalizing matters: epistemic trust
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Wilson, G. T. (1998). Manual-based treatment and clinical practice
Work on the Self
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Working in multiple domains
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Working with other professionals
Working with the Family/Carers
Working with the Individual
Working with the Professional Network
Working with the Social Ecology
Working with your CLIENT
Working with your NETWORKS
Working with your TEAM
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Your Manual
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YPOR - Drug and Alcohol Outcomes